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Stoa, Rosalyn; Chu, Tsz Lun; Gurung, Regan A. R. – Teaching of Psychology, 2022
Identifying impediments to learning can help both instructors and students. In this study students (N = 222) from across the nation listed concepts from research methods they found the most challenging--"potholes" or impediments to learning, and also rated the difficulty of various concepts from the class. We also measured student…
Descriptors: Predictor Variables, Research Methodology, Psychology, Difficulty Level
Lori Ogden; Marjorie Darrah; Monica Leppma – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
Math anxiety refers to feelings people get when facing computational challenges. The fear of failure often causes people to avoid activities, like taking challenging mathematics courses or choosing majors that require mathematics. Grit describes how people persist or persevere in the wake of failure. This article looks at factors that contribute…
Descriptors: Personality Traits, Resilience (Psychology), Mathematics Anxiety, Metacognition
Tai, Tien-En; Tang, Chia Wei – Asia Pacific Journal of Education, 2021
In Asia, in order to keep up with internationalization, the English-Medium Instruction (EMI) course has become a phenomenon in higher education. In turn, EMI literature has increasingly focused on the role of instructor's pedagogy in reducing students' negative response to EMI courses. Additionally, we further explore, from the students'…
Descriptors: Graduate Students, Student Attitudes, Business Administration Education, Asians
Franco, Joana; Feldon, David F.; Peugh, James; Maahs-Fladung, Cathy – AERA Online Paper Repository, 2017
Research within the Cognitive load theory (CLT) framework typically assumes motivation as a precursor to learning, rather than an outcome of instruction. In this study, we observe changes in learners' motivational beliefs as outcomes of their cognitive processes, through CLT lens. Using double-blind quasi-experimental design, we manipulate the…
Descriptors: College Science, Biology, Cognitive Processes, Difficulty Level
Hughes, Christopher; Costley, Jamie; Lange, Christopher – Interactive Technology and Smart Education, 2018
Purpose: The paper aims to examine the effect of levels of self-regulated effort (SRE) and levels of cognitive load on the watching and completing of video lectures used as the main source of instruction in online learning environments. Design/methodology/approach: A survey provided data on the students' engagement with video lectures, their level…
Descriptors: Self Management, Difficulty Level, Video Technology, Lecture Method
Sunawan; Xiong, Junmei – Turkish Online Journal of Educational Technology - TOJET, 2017
The present study tested the influence of control belief, learning disorientation, and academic emotions on cognitive load in two types of concept-map structures within hypermedia learning environment. Four hundred and eighty-five students were randomly assigned to two groups: 245 students in the hierarchical group and 240 students in the…
Descriptors: Cognitive Processes, Difficulty Level, Beliefs, Psychological Patterns
Simon, Nicole A. – ProQuest LLC, 2013
Virtual laboratory experiments using interactive computer simulations are not being employed as viable alternatives to laboratory science curriculum at extensive enough rates within higher education. Rote traditional lab experiments are currently the norm and are not addressing inquiry, Critical Thinking, and cognition throughout the laboratory…
Descriptors: Computer Simulation, Computer Uses in Education, Science Laboratories, Teaching Methods
Tobias, Sigmund; Everson, Howard T. – College Entrance Examination Board, 2002
To date the authors have completed 23 studies of knowledge monitoring and its relationship to learning from instruction. Their earlier work, 12 studies in all, is summarized and reported elsewhere (see Tobias and Everson, 1996; Tobias and Everson, 2000). In this paper they continue this line of research and summarize the results of 11 studies that…
Descriptors: Metacognition, Knowledge Level, Learning, Academic Ability